Re: [EASCI] Digest Number 88

>
> There are 5 messages in this issue.
>
> Topics in this digest:
>
> 1. Entry #3 and Entry #1
> From: pgdb77@...
> 2. Re: VIDEOTAPING
> From: Anthony Cody <codypren@...>
> 3. Re: Entry #3 and Entry #1
> From: Robert Mikell <rmikell2@...>
> 4. Re: Entry #3 and Entry #1
> From: Tom Burkett <tburkett@...>
> 5. Re: Entry #3 and Entry #4
> From: Anthony Cody <codypren@...>
>
> ________________________________________________________________________
> ________________________________________________________________________
>
> Message: 1
> Date: Sun, 03 Dec 2000 15:24:28 -0000
> From: pgdb77@...
> Subject: Entry #3 and Entry #1
>
> If I center my Probing Student Understanding entry on technology--its
> impact on society and individuals, (currently and historically), is
> it OK to also have a strong technology connection in my Entry #1? In
> Entry #1 I did a long unit centered on heredity, DNA, and genetics
> that was strongly tied to technology. For example, we discussed how
> technology has impacted the research on the nature/nurture aspects
> related to heredity and genetics, also the impact of the Human Genome
> Project and genetic engineering and cloning. If these topics come up
> in my classroom discussion on Entry #3 Probing Student Understanding,
> will that mean my entry doesn't meet the requirement that this topic
> elicit students' INITIAL conceptions of an important idea? I plan to
> direct students toward major technological advancements of the past
> as well as those taking place today in my Entry #3.
> Thanks, Pam
>
> P.S. Congratulations to all those newly NBC techers out there!
>
> ________________________________________________________________________
> ________________________________________________________________________
>
> Message: 2
> Date: Sun, 3 Dec 2000 08:52:45 -0800
> From: Anthony Cody <codypren@...>
> Subject: Re: VIDEOTAPING
>
> [This message is not in displayable format]
>
> ________________________________________________________________________
> ________________________________________________________________________
>
> Message: 3
> Date: Sun, 03 Dec 2000 20:29:09 -0600
> From: Robert Mikell <rmikell2@...>
> Subject: Re: Entry #3 and Entry #1
>
> Does the Entry 3 and 4 videotaping have to concentrate on just one group or
> what? I am confused as I was told by many to focus on just 1 group but the
> instructions say to show as many faces as possible and make communications
> clear enough to be understood. HELP HELP HELP!!!!!!
> MR. MIKELL
>
> ________________________________________________________________________
> ________________________________________________________________________
>
> Message: 4
> Date: Date header was inserted by LACA.ORG
> From: Tom Burkett <tburkett@...>
> Subject: Re: Entry #3 and Entry #1
>
> Entry 3 was whole class discussion at the introductory level of a topic.
> For entry 4 I used a segment of tape in which I worked with about 4 groups
> during the 20 minute period, my usual procedure in a lab setting. It came
> out well.
>
> Tom Burkett
>
> >Does the Entry 3 and 4 videotaping have to concentrate on just one group or
> >what? I am confused as I was told by many to focus on just 1 group but the
> >instructions say to show as many faces as possible and make communications
> >clear enough to be understood. HELP HELP HELP!!!!!!
> >MR. MIKELL
> >
> >
>
> ________________________________________________________________________
> ________________________________________________________________________
>
> Message: 5
> Date: Mon, 4 Dec 2000 06:29:28 -0800
> From: Anthony Cody <codypren@...>
> Subject: Re: Entry #3 and Entry #4
>
> Take this for what it is worth. Before I give advice, I want to say my
> scores were not all 4's, and some were not even passing, (though in total I
> passed). Your portfolio is YOURS, so if you follow someone else's advice,
> do so without giving up your judgement or ownership.
>
> That said, here is my opinion:
>
> The topic with Entry 3 is Probing Student Understanding. The goal is to
> show how you introduce a new topic to students, and how you uncover their
> prior knowledge. It is supposed to be a whole class discussion, I believe.
> Before you tape this, you should think about:
>
> a. Your topic (of course).
> b. Key questions you will pose to reveal what students know or think.
> c. Open-ended questions to get students to explain their thinking.
> d. How you will follow up this discussion in future lessons.
>
> To show as many faces as possible, try to set up the camera to your side,
> so that as students speak to you their faces are visible, and the camera
> can capture you as well.
>
> For Entry 4, the key is to find an activity that is rich in data. The
> students are supposed to be finishing up an investigation. You are supposed
> to show how you draw out the data they have generated and help them make
> conclusions about it. In my tape, I had about half of it focused on the
> small groups, then we transitioned to a whole class discussion. You want an
> activity that features hands-on investigation resulting in the generation
> of data. Ideally, you want a vigorous discussion within each group as
> students prepare a graph or something else that finalizes their results.
> Then a whole class discussion where students are sharing data from group to
> group, agreeing or disagreeing with one another's conclusions. Remember to
> make it student-centered.
>
> For this one, you need to decide:
>
> a. The activity
> b. The nature of the data being collected.
> c. How students will present their data to each other.
> d. Open-ended questions to get students to explain their data. (eg, "How
> did you arrive at this? What do you think this means? Is your data in
> agreement with Group C?)
> d. Questions you will use to make connections between the data and the
> underlying scientific principles.(How does this relate to density? or
> whatever.)
>
> Anthony Cody, NBCT
> *********************************************************
> For Lesson Ideas and News from Oakland, visit
> Cody's Science Education Zone at
> http://ousdmail.ousd.k12.ca.us/~codypren
> *********************************************************
>
> ________________________________________________________________________
> ________________________________________________________________________

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